healer’s artl e a r n i n g t h e

New Associate Deans Page 21

The College of Nursing: 65 Years StrongPage 8

b r i g h a m y o u n g u n i v e r s i t y c o l l e g e o f n u r s i n g F a l l 2 0 1 7

BYU nursing students participate in the college’s

65th-anniversary campaign while visiting with

Hmong families living in mountain villages of

Vietnam. Photography by Karen Lundberg.

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Dean’s Message

Patricia Ravert, Dean

Jane Lassetter, Associate Dean

Katreena Merrill, Associate Dean

Kathy Whitenight, Assistant Dean

2 COLLEGE NEWS

ALUMNI NEWS

ON THE COVER

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Jeff L. Peery, Editor

Jonathon Owen, Associate Editor

Curtis Soderborg , Art Director

Steven Tibbitts, Staff Writer

College of Nursing

Brigham Young University

500 SWKT

Provo, UT 84602-5544

801-422-4144

nursing.byu.edu

nursingpr@byu.edu

healer’s artl e a r n i n g t h e

Fall 2017

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© 2017 Brigham Young University. All rights reserved.

Learning the Healer’s Art is published twice a year by the College of Nursing at Brigham Young University. It is distributed free of charge to college alumni, faculty,

friends, and select leaders within the university and The Church of Jesus Christ of Latter-day Saints as well as to peer nursing schools nationwide.

The Reality of Virtual Learning

Simulation in nursing education is a high-tech

environment that makes clinical application a

reality for students in ways that would otherwise be

impossible for them to experience.

65 Years Strong: The College Anniversary

Read how BYU College of Nursing alumni and students

took the college logo worldwide to celebrate the 65th

anniversary of the college.

Merging East and West in Taiwan

BYU nursing students travel to Taiwan each spring

to learn of its culture, traditions, and healthcare

practices that involve both Western medicine and

Eastern philosophy.

New Associate Deans

New Faculty

Faculty Spotlight

Essay Contest Winner

Research

Contribution to the Discipline

Faculty Achievements

Alumni Perspectives

Alumni Updates and In Memoriam

2 8 18

As I attend meetings or conferences, I am often told, “Oh, you’re from Brigham Young University; we love your [student] nurses,” or, “It is so nice to have your stu-dents at our facility, as they are so knowl-edgeable.” A positive reputation says a lot about a person, place, or organization. A favor-able one can even carry a legacy with it. As a leader, I cannot take credit for these statements. Such prominence and cur-riculum standing is a result of devoted faculty (both current and retired), excep-tional students, and 65 years of hard-working alumni who have made a differ-ence in the community. (This fall marks the 65th anniversary of the college.) Yes, the BYU College of Nursing is known for offering a solid program. Our 2016 NCLEX-RN licensure first-time examination pass rate for undergraduate students was 97.3 percent, with the state average at 82.1 percent and the national average of 84.6 percent. Our graduate program and its family nurse practitioner

Reputation and the Legacy of a Name

students also enjoy a high per-cent pass rate on the American Nurses Credentialing Center certifying exam. Our nursing courses focus not just on understanding skills, treatment, and theory but on thinking critically, inter-acting with patients, and using a holistic approach to healing; we focus on clinical application and not just on having “book smarts.” We are fortunate to have such creditability with our clinical partners and healthcare employers. A recent BYU study by University Career Services found that the majority of cap-stone students had a full-time job offer two months before graduation! Students are sought after, and alumni find a favor-able job market wherever they live across the nation. This issue of the magazine displays nursing alumni and students celebrat-ing the college’s 65th anniversary with a social media logo campaign. We also highlight the strength of our simulation learning center and the ways we learn from Eastern medicine. This issue also includes articles on four new faculty members and discusses the scholarly works of Dr. Renea Beckstrand, Stacie Hunsaker and Michael Thomas, and Dr. Blaine Winters, with a faculty spotlight on Debbie Mills. This issue also marks some major changes within the college. Professor Dr. Jane Lassetter has been named the new associate dean for graduate studies and scholarly works and contribution to the discipline. She replaces associate profes-sor Dr. Mary Williams, who served in

this role for 27 years. (Talk about creating honor and respect for our school.) Also, associate professor Dr. Katreena Merrill was named the associate dean for under-graduate studies, replacing Dr. Kent Blad, who served there for the last five years. In addition, I was asked by the uni-versity to continue as dean for a second term. I appreciate the vote of confidence given to me and will strive to move the college forward to provide a superb nurs-ing education and to contribute to the discipline in alignment with the mission of the university. I appreciate the opportunity to repre-sent you—our great alumni, faculty, and friends of the College of Nursing—and wish you much happiness and success.

Patricia RavertDean and Professor, BYU College of Nursing

A positive reputation

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person, place, or

organization. A

favorable one can

even carry a legacy

with it.

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THREE YEARS AGO the Mary Jane Rawlinson Geertsen Nursing Learning Center (NLC) transformed as a facility with a $4 million gift from the Fritz B. Burns

Foundation and established a higher level of learning within the BYU College of Nursing program. Through nursing sim-ulation with computerized manikins and video cameras, the students gain skills, rehearse understanding, and build self- confidence. The lab experiences enhance their learning and improve decision-making skills. Simulation provides students with a wide variety of patient problems and fosters an opportunity to learn the appropriate care. Most agree that the realism, transfer-ability, and value of the patient simulation experiences add to nursing education and help skills transfer smoothly into clinical situations. The reality of virtual learning is not futuristic; it is a way of life at BYU.

BY JEFF L. PEERY

ABOVE: The BYU College of Nursing simula-tion lab uses high-fidelity manikins to replicate experiences and situations found in various nursing clinical practicums. Each adult manikin costs thousands of dollars and lasts an aver-age of five years. These types of resources are expensive, but the educational outcomes they produce are worth the added expenditures.

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ABOVE LEFT: A lab instructor/RN leads a group of nursing students in a debriefing exercise to talk about what they learned and experienced during their lab scenario.

ABOVE RIGHT: Assistant lab supervi-sor Kristen Whipple helps students use the Pyxis MedStation 4000, an electronic medication dispenser used in simulation to teach safe and accurate pharmaceuti-cal dispersal.

RIGHT: The nursing learning center uses high-tech equipment, such as video cam-eras and microphones, to capture student interactions for evaluative purposes.

OPPOSITE: Trained lab staff work in a con-trol room to choreograph manikin vitals, patient interactions, camera angles, and clinical filming.

TECHNOLOGY“Our simulation program became even stronger after the remodel of the NLC,” says Colleen Robertson Tingey (AS ’82, BS ’88), NLC supervisor. “The project brought greater technology opportuni-ties to the 11,000-square-foot structure. It also created a setting where students can practice skills with medical equipment they may not encounter routinely until after beginning their careers.” One key technology source is the six high-fidelity manikins the lab uses to

teach judgment and reasoning. These devices are quite realistic, with reactive pupils, blinking eyes, prerecorded sounds and voices, and the ability to create cus-tomized messages via a wireless micro-phone. They breathe, depicting bilateral and unilateral chest rise and fall (offering breath sounds, heart tones, and palpable pulses), and have airway-management features that include the ability to suction airway secretions, aspirate and infuse flu-ids, perform a cricothyrotomy, and treat a

bronchial occlusion. The four adult manikins allow for a variety of med/surge or acute-care situ-ations. The pediatric version provides for learning opportunities with younger patients, while the maternal version can simulate birth, with labor lasting five minutes to two hours. The baby can even be born breech or with complications. The environment provides for enhanced communication. With a large-screen monitor and video cameras in

most rooms, staff can record, watch, or broadcast lab occurrences throughout the lab. For example, an exam with a standardized patient in one room may be broadcast to the class in another area. The facility uses tablets and computers to control the cameras, manikins, and monitors. The system also allows faculty and students to view training videos and lecture notes from a centralized source. “Faculty members and lab staff con-tinue to find new ways to teach or reinforce nursing skills,” says Tingey. “They evaluate and look for new software and products to implement, making the lab a constant evolution of up-to-date products.” Some recent acquisitions include an electronic stethoscope that is pro-grammed to teach a student specific heart and blood pressure sounds; ear buds worn by standardized patients to hear coaching from a faculty member in what to say or not say during an exam; a procedural camera to broadcast micro-techniques to a group (such as demon-strating suturing for the first time); and a scanning system to track inventory through barcodes and teach medication administration. Thanks to another donation from the Fritz B. Burns Foundation, the new-est enhancement for the fall semester is the acquisition of two Pyxis MedSta-tion 4000 systems. These machines will help student nurses learn to dispense the right medication for the right patient at the right time. “The computerized resource will teach how to improve medication safety and clinical efficiency,” says Tingey. “It features the latest in new safety enhancements to help prevent

possible medication errors and adverse drug events.” Last year the college also rolled out electronic health records (EHR) soft-ware to nursing program semesters one through four, with a goal to roll it out for all semesters within a year. As stu-dents complete their labs in the NLC, they record what they did in the system. MedAffinity was selected to teach rou-tine EHR documentation with the input of descriptions of treatment and patient reaction. Assistant professor Dr. Deborah Himes sees additional benefits in teach-ing students how to document their work beyond just their legal protection. “In a sense, learning how to chart well makes you a better nurse because

you think about the outcomes you have to chart when you get to the end,” says Himes. “You do a care for a patient, and you go back to chart it, and you can evaluate how it went based on how the patient reacts.”

HEALTHCARE SCENARIOSThe manikins are especially valuable because of the variety and complexity of medical scenarios that NLC staff can cre-ate with them. Students are introduced to several patients when starting the nursing program. As they progress each semes-ter, the unfolding cases expand, and the patients develop medical complications, present new symptoms, or experience additional healthcare needs. “The cases are not simple to develop

ONE KEY TECHNOLOGY SOURCE is the six high-fidelity

manikins. These devices are quite realistic, with reactive pupils,

blinking eyes, prerecorded sounds and voices, and the ability to

create customized messages via a wireless microphone.

4 LEARNING THE HEALER’S ART | FALL 2017 5BYU COLLEGE OF NURSING

BELOW LEFT: The simulation scenarios look, sound, and in many cases smell real as lab workers use a variety of products to create blood, urine, vomit, bowel move-ments, pus, and other items.

BELOW RIGHT: Laura Cook, a fourth-semester nursing student, practices her IV insertion skills in the walk-in lab.

OPPOSITE: The high-fidelity childbirth manikin can complete labor in five min-utes to two hours, with normal delivery and breech birth options.

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THE FACILITY LOOKS REAL; students don’t have to pretend they are in the hospital, because the environment appears accurate. The atmosphere sounds real, with functioning equipment, buttons, and accessories.

and require much coordination to pro-gram the manikin, a script to be created for the lab instructors to follow, patient outcomes established, and supporting materials preloaded into the EHR sys-tem,” says Tingey. The benefit of using patient scenarios is that they are repeatable for specific lab sessions and produce the same results. They contain patient results, which are the core objectives of each training and serve as goals and a measurement tool to determine whether the students learned. “Another advantage to producing patient situations is that they use tasks and materials that are familiar to them and apply to the clinical locations,

patients, and type of exposure students will encounter during their practicums,” says Himes.

DEBRIEFINGSimulation is not just role-playing and method rehearsal. When properly done, it also involves debriefing as a critical learning tool. “This is not the professor standing in front of the group stating what they did that day or what they should have learned from being in the lab,” says Kris-ten Whipple, NLC assistant supervisor. “Debriefing is not a mini-lecture. Instead a trained lab instructor acts as a facilita-tor and leads the group in a discussion,

allowing the student to share experiences, feelings, or outcomes.” Whipple believes the conference room acts as a safe haven, where no answer is wrong and where students can share insights freely. The group will sit around a table to view each other’s simulations and learn from their lab practice. The main feature of our program is the ability to capture video of activity in most lab rooms and provide session playback during debriefing. This feature allows for students to view themselves interact-ing with a professor, a manikin, or their peers, strengthening their understand-ing of what they did correctly, why their patient's condition changed, or even why the patient died during the training. Being able to discuss patient outcomes makes learning real and almost brings the situation to life; it is not just a situation on paper but something the student just underwent.

SAFETY THROUGH EDUCATIONBy participating in the simulation, stu-dents can apply what they learn in their books and class lectures before seeing it in actual clinical situations. The simulation lab reinforces various healthcare policies and procedures to create a learning environment where stu-dents do not just practice but use meth-ods that become routine as they begin their nursing careers. Whipple knows that as in any situ-ation, patient care is paramount. This includes basics like rechecking a patient wristband, raising bed railings, or plac-ing the call button within reach. Students also have the opportunity to practice best policies that any healthcare organi-zation requires, such as realizing why six points of med-checking are necessary or understanding that undocumented pro-cedures (from a legal perspective) did not happen. Proper care is applied through oppor-tunities to practice communication and teamwork. Students can use an in-lab phone system that connects patient rooms to a control center, where things such as obtaining lab results, contact-ing the patient’s provider, or providing updates to family members on the phone

become genuine. Simulation encourages students to work together to implement problem solving, critical thinking, and SBAR and TeamSTEPPS strategies that are discussed in class and utilized in clini-cals.

FACILITYEven the NLC facility itself is designed to strengthen nursing education. One of its unique abilities is room adaptation, rang-ing from dividing walls that collapse into the ceiling to defining space for classes to meet or groups to immediately apply techniques learned from a lecture. Graduate students working to become family nurse practitioners also utilize the facility. They value the exam rooms where they can practice hands-on opportuni-ties with standardized patients or during campus baby and toddler clinics. While some schools ask students to pay for materials up front, a unique fea-ture of our program is that students are not charged a lab fee. The program bene-fits from kind donors that generously give to the annual college fund to purchase supplies and materials. The walk-in lab provides a safe environment to practice skills as well as learn from mistakes. With most techniques, the supplies are reused or even repackaged to save money; some exceptions are syringes and IV catheters. The college has also benefited from kind organizations such as medical

suppliers Henry Schein and Becton Dick-inson, which have given pallets of materi-als to our program. We would usually buy these materials, but because of this gen-erosity, we could purchase other needed items. Their gifts help make the NLC pos-sible. Another distinct feature of the facility is that it encompasses all of the senses. It looks real; students don’t have to pre-tend they are in the hospital, because the environment appears accurate. The atmosphere sounds real, with function-ing equipment, buttons, and accessories. Whipple brags that, on occasion, our simulations even smell real. “Any regis-tered nurse can cringe when the words ‘GI bleed’ are mentioned,” she says. “We help student nurses to learn empathy with this distinct smell to avoid dry heaving or embarrassing their patient by laughing about them. Instead students learn what to do when they experience that smell at a later date.” In 2016 the site Nursing School Hub generated a list of progressive nursing programs in the United States based on investment in advanced technology, an experienced teaching staff, and oppor-tunities for learning experience while in school. BYU College of Nursing ranked no. 3 for technology that expands oppor-tunities for students to be recorded and evaluated on performance. The college is privileged to have dean

and professor Patricia Ravert as a fac-ulty member. She is a pioneer in nursing simulation and is a national leader in the development of virtual learning scenar-ios. In March 2015, Mometrix Test Prep-aration released a listing of the 30 most influential nursing deans in the nation. Dean Ravert was 19th on this prestigious list. The simulation lab combined with clinical practice experiences can provide students an appropriate background for their nursing career. It integrates more than just learning a skill. “You’re practicing the interaction, and you’re bringing things together,” Whipple says. She knows the investment the col-lege and the university have made to make the NLC happen and hopes nurs-ing students and even alumni realize the resources they have before them.

6 LEARNING THE HEALER’S ART | FALL 2017 7BYU COLLEGE OF NURSING

Images from Nursing Alumni and Students

BYU Alumni Association, Arizona Chapter“Reppin’ the Y” was chapter chair Duane Oakes (right) along with several nursing and university alumni in Arizona. They gathered at one of 24 satellite locations for the fourth annual Night of Nursing event. (The next event is March 1, 2018.) Attending were Maryanne Edwards Taylor (AS ’79), Teresa Moessing Williams (BS ’94), Erin-Elizabeth Munk (BS ’95), Theresa Mooney Bess (BS ’04), Krista Wilson Nielsen (BS ’04, MS ’08), Shauna Tuft Evanson (BS ’05), Dayna Fosson Slack (BS ’05), Sarah Broadbent Evans (BS ’06), and Karen Sumsion Sessions (BS ’14).

Victoria Fisher Anderson (BS ’93) and Mother-in-Law Kathryn Larsen Anderson (BS ’67)Alpharetta, GA, and Providence, UT

Victoria and Kathy attended the Paris France Temple open house in April 2017. One of the things that Victoria loves most about nursing as a profes-sion is the flexibility that it offers. “I currently work part-time in a hospital and have chosen to work one shift a week for 23 years because the hours fit my family’s needs,” she says. “When the children were younger, I slept while they were in school, and then I was able to get them off the bus after school; they hardly knew I was at work.”

Amy Boswell Usevitch and New Husband, MatthewProvo, UT

Amy is graduating from the College of Nursing this December with a 3.88 GPA. As a BYU wom-en’s volleyball captain, she led her team to an NCAA champi-onship appearance in 2014 and two Sweet Sixteen appearances in 2015 and 2016. She has many titles to her name, including All-WCC First Team, BYU Senior Class Award, and 2017 HERO of the Year finalist (honoring student athletes who have demonstrated tremen-dous athletic, academic, and lead-ership skill throughout their colle-giate careers). She represented the college well!

BY JEFF L. PEERY

6565Years Strong

Susan Boggess Denney (AS ’74, BS ’75)Murray, UT

Susan was a school nurse for 30 years, working mostly in special education, helping children with chronic health conditions, and serving on the school nurse associa-tions in both California and Utah. She even served a term as the president of the Utah School Nurse Association. Not long ago she returned from Boston, Massachusetts, where she served as the mission nurse specialist with her husband, Brad, who worked as the mission vehicle coordinator. “The Lord guided me many times to know who needed our help and what to do for all different kinds of health concerns,” says Susan. “It was amazing to see how the Lord used my nurs-ing experience and skills to help the mis-sionaries in our area.”

Student Nurses at the BYU Jerusalem Center Rocking Arab Culture Night!

BYU students celebrated Arab culture by learning about the prayers that Muslims say five times a day, reciting parts of the Quran, enjoying a feast of authentic food, and learning some traditional Palestinian dancing. Pictured are, left to right, Jessica Butterfield, Hailey Coburn, Ashley Dyer, Alayna Hübner, Shannon Beech, Maggie Gunn, Abbie Palmer, and Katie Glaus. They are mostly fourth-semester nursing students participating in the cen-ter’s spring/summer program. “We learned so much and expanded our views to apply our nursing skills globally,” Shannon says. “Being in Jerusalem helped me see the culture of the people living there while I also studied it,” says Katie. “This experience will help me as I further my studies in the nursing program!”

herever you fly, you’ll be best of the best. Wherever you go, you will top all the rest.” Perhaps Dr. Seuss

in his book Oh, the Places You’ll Go was summarizing the great accomplishments of BYU College of Nursing alumni, faculty members, and students. Many responded to our request to take the college logo across the world to celebrate 65 years of a strong, well-respected nursing program. The images on the fol-lowing pages tell a powerful and fun narrative that shows how one thing (a college or a printed paper) can influence many. “We did not want to write another history of the college for this anniversary but rather to highlight some of the faces that inspire and make a difference in unique ways,” says dean and professor Dr. Patricia K. Ravert (AS ’74, BS ’75, MS ’94). “Sometimes letting a picture tell the thousand words brings more significance than when reading the story alone; even better is when you have the image and an explanation!” Additional images will be featured next month during home-coming and on our college blog (BYUNursing.wordpress.com).

“W

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Sister Megan Drake Mason, OH

For this picture Sorella Drake was a deferred student serving in the Italy Milan Mission, but she recently returned home to begin the nursing program. “My time in Italy offered wonderful experiences as I served individuals and taught the gospel of Jesus Christ,” says Megan.

Class of 1967 ReunionProvo, UT

This spring 16 alumni from the 1967 nursing class got together for a 50-year reunion. They enjoyed having lunch, reminiscing, and touring the college’s nursing simulation lab. Those pic-tured are, left to right, Wanda Marshall Loveridge, Laurie Drawhorn Franklin, Betty “B. J.” Sowards Mortensen, “Genie” Duprey Cragun, Karla Call Bugnet, Arlene Huff Phillips, Karen Ramey Bueler, Deanna Dillion Bunnell, Barbara Taylor Robinson, and Annette Monson Pierce. To their surprise, they were standing in front of a picture of classmate Christine Payne Olsen (who was at the reunion but not on the tour).

Julie Jensen Price (AS ’84, BS ’85)Salt Lake City, UT

Julie traveled to Berlin to see her grandchildren. While there, she visited Checkpoint Charlie, a name given to the best-known Berlin Wall crossing point between East Berlin and West Berlin during the Cold War. “[Holding the college logo] caused a stir at the checkpoint because everyone wanted to know why I was holding that paper,” says Price. “However, I was able to put in a plug for the BYU nursing program!”International Nursing Conference

Pamplona, Spain

Several BYU nursing faculty and students attended the International Family Nursing Conference in Pamplona, Spain, and gave podium presentations on their current research findings. Funding for this experience came from university and college monies that were established for mentored-learning opportunities so students could work alongside faculty members and share in their scholarly work gathering data, writing results, or present-ing on the topic. Those in the picture are, front row, left to right, assistant professor Dr. Deborah O. Himes (BS ’91), Nicki Broby (MS ’17), assistant teaching professor Debra K. Wing, assistant teaching professor Gaye C. Ray (AS ’81, BS ’82), and Whitney Dixon (BS ’12) (second-year graduate student); back row, left to right, Maren Topham (second-year graduate student), Becky Rasmuson (BS ’91, MS ’17), associate dean and professor Dr. Jane Lassetter (AS ’81, BS ’98, MS ’01), Mike McNeil (sixth-semester student), Erin Marshall (fourth-semester student), and Sarah Davis (second-year graduate student).

Class of 2017Provo, UT

The College of Nursing was ranked 97 in the nation by U.S. News & World Report for graduate nursing education (up 2 places from 2016 and 18 from 2014). Some of the master’s students who graduated in August felt quite relieved after their last day of class and wanted to celebrate by taking a picture for the college’s 65th anniversary. Left to right: Meridith Lind, Becky Hirschi Rasmuson (BS ’91), Emily Groth Dunn (BS ’09), Nicki Broby, Alicia Anderson (BS ’08), Cynthia Preece Whiting (BS ’05), Valynn Haslam, and Elizabeth Smith Harding (BS ’02). Gretchen Snyder Fors (BS ’01, MS ’04) and

Carolyn Snyder (her mom)Boise, ID

Gretchen has worked as a nurse for 35 years and is a certified health coach who assists individuals in living a healthy lifestyle and losing weight. She was among the 65 alumni who attended the annual college luncheon offered the first day of BYU Women’s Conference. (The next event is May 3, 2018.) Her advice for those beginning their career is to enjoy the ride. “One thing I love about nursing is that it’s so flexible and diverse,” Gretchen says. “Nursing educa-tion has blessed my life, my family’s life, and those I have had the opportunity to work with and serve.”

Torrie Robinson Jordan (BS ’15) and Husband, GregProvo, UT

Torrie was an RN on neuro shock trauma ICU at Utah Valley Hospital. She pointed out how nurses go back and forth between a patient’s room and the nurses’ station to crush pills that had been prescribed. Her idea to have a pill crusher in every patient room was submitted, and manager Curt Lester (BS ’92) supported it. Individual crush-ers were added, and the benefits were seen almost immediately. “We save almost 500 miles a year in walking time as a team by having one in each room,” says Lester. Shown are Torrie and her husband, Greg, attending the Night of Nursing Provo event (with a cardboard cutout of Cosmo). They were able to see Dean Ravert host a video conference with many of the other loca-tions across the nation having similar alumni gatherings in their community. The couple recently moved to Southern California for Greg’s master’s program.

LEARNING THE HEALER’S ART | FALL 2017 BYU COLLEGE OF NURSING 1110

Kathleen Burton Poulson (AS ’68)Salt Lake City, UT

Kathy planned to retire in March of this year, but the iCentra EHR practice management system training began then, and Intermountain Healthcare needed her help (and she wanted the training). She did officially stop full-time shifts after 40 years of employment, but she says, “I’m six years past retirement age and can’t seem to let go.”

WIN Conference College ReceptionDenver, CO

As part of the Western Institute of Nursing (WIN) annual con-ference, the BYU College of Nursing sponsored a gathering for local alumni and friends of the college. Over 65 individu-als participated in the college’s reception at the Colorado Convention Center in April. The informal evening included a free buffet dinner and custom-made donut holes with a choice of toppings. It was a great opportunity to meet alumni in the Denver area as well as visit with nursing pro-fessionals attending the conference. Pictured, left to right, are Lisa Echols, Sarah Corr (a nursing student from Azusa Pacific University), assistant professor Dr. Bret Lyman, a card-board cutout of Cosmo, Nancy Williamson Gibbs (BS ’92), Elizabeth Kerr (BS ’17), Hannah Hoyt (BS ’17), and Britney Rencher. Watch for details about our next event in Spokane, Washington, in April 2018!

Refugee Nursing StudentsProvo, UT

Each year the college sponsors 10 clinical practi-cums for the public and global health nursing course. Three local sessions work with at-risk populations, veterans, and, as pictured, refu-gees and immigrants. The international locations include the Czech Republic, Czech Republic/Finland, Ecuador, Ghana, Taiwan, Tonga, and Vietnam. Here, two professors, Dr. Linda Mabey (far left) and Debra Mills (BS ’82, MS ’89) (second from right), with six nursing students—Pamela Tanner, Katie Stout, Collin Janke, Justin Illum, Sage Williams, and Kennedy Dohm—helped new refugees in the Salt Lake area and gained clini-cal experience through home visits and teaching opportunities.

Susan Brown Neibaur (AS ’74)Paul, ID

For the last 25 years, Susie has been a registered nurse at the Pocatello Asthma and Allergy Clinic in Idaho. Last year during a humanitarian trip, she was part of a group that trained more than 100 nurse midwives, nurses, and doctors in Cusco, Quillabamba, and Puno, Peru. The group’s train-ing workshops included postpartum hemorrhage, newborn resuscitation, vacuum delivery assist, difficult deliv-eries, and leadership principles. They expect the trainees to help thousands in need as they work in maternal-fetal health facilities in Peruvian cities and rural areas. Susie is pictured above at the Gettysburg Battlefield Historic District in Pennsylvania.

Tracey Bates Long (BS ’86) and Nevada Chapter Nursing Alumni GroupLas Vegas, NV

Tracey (front row, left) hosted a Night of Nursing for the Nevada chapter of BYU alumni. Her gathering offered the opportunity to network, win prizes, and become updated on the college’s new state-of-the-art high-fidelity simulation center at BYU. Her loca-tion included 14 alumni (although some were not able to stay for the photo). Back, from left to right: Janel Higham Hillstrom (BS ’05), Natalie Hansen Waite (BS ’09), Mindi Hanson Johnson (BS ’02), Heather Camp Humphrey (BS ’97), Laura Jarboe Cruz (BS ’88), Deborah Matlock Sanborn (AS ’81), and Nichelle Sanborn (daughter). Front, from left to right: Tracey Long (BS ’86), Linda Kerr McCallister (AS ’77).

Margaret O’Brien Dayton (BS ’72)Orem, UT

Senator Margaret Dayton, R-Orem, is the longest-serving woman in the Utah State Legislature. Dayton worked for sev-eral years as an RN until after her marriage and then chose to become a full-time stay-at-home mother to her five children.

LEARNING THE HEALER’S ART | FALL 2017 BYU COLLEGE OF NURSING 1312

Clarin Williams Havig (AS ’79)Gilbert, AZ

Clarin is a high school nurse with Gilbert Public Schools. She says it is very dif-ferent from hospital nursing. “You are a team of one and act independently in caring for both students and teach-ers,” she says. “For some students, I am the first line in detecting the need for further medical evaluation or find-ing medical services they can afford. Sometimes it is more of a public health feel to my job: advising, educating, and encouraging.” Earlier this year she enjoyed a vacation with her 12 grandchildren and extended family in Puerto Peñasco, Mexico, a resort city on the Gulf of California.

Natasha A. Tanner (BS ’03) with Aunt Christine A. Tanner (BS ’89)San Diego, CA, and Provo, UT

Tasha and Christine traveled to the Holy Land this summer and took a picture near Masada, Israel, where the Dead Sea Scrolls were discov-ered. While walking in a city, they saw a medi-cal clinic and thought it would be fun to get a picture of the sign in Hebrew. Tasha is a registered nurse and works at Rady Children’s Hospital, which staffs for seven hospitals in the San Diego area. She believes that “there is a world of opportuni-ties out there for nurses. If you don’t like the job or specialty you are in, then find another, because there are so many different things to do with a nursing education. It’s a great career that involves truly making a

difference in people’s lives and influencing the world for good!” Christine is the director of BYU OneStop, an office that combines commonly accessed student services in one place, such as financial aid, scholarships, admissions, and registration.While her current full-time work is nonmedi-cal in administration, she contracts for a long-term care company doing in-home assess-ments and evaluations. She says, “We are a family of BYU nursing grads, and each of us is grateful for our nursing education and the blessing it has been in our lives.” Christine’s sister Lisa is pictured above with the Eiffel Tower.

Doris Kenison Jackman (AS ’74, BS ’76) and Dan P. Moyes (BS ’72, MS ’80)Bakersfield, CA

Dan hosted a 2017 Night of Nursing gathering for his community. He retired after working for 28 years as a family nurse practitioner in the family practice residency training program at Kern Medical Center in Bakersfield, California. During this time he was a clinical preceptor for NP and PA students from Stanford University and for FNP students from California State University, Bakersfield, and UCLA. He was appointed as an associate clinical profes-sor at UCLA. He also has served as a service mis-sionary for the Church as the medical advisor to the California Ventura Mission. Doris works full-time on an oncology unit as a nurse and as a nurse educator. Her advice to those in the industry is to “get certified, seek out other nurses who share your interest, and become a nurse who is that go-to person. Make your job more than just days at work. Read, study, and pay attention to what’s going on in your area of interest. Ask for opportunities. It is amazing to me how many nurses sit in a rut and never learn anything new!”

Quite the Team Players (and Presenters)Cleveland, OH

Two nursing faculty and three nursing students presented in the annual TeamSTEPPS National Conference. To celebrate their successful 90-minute session on “Threading TeamSTEPPS Throughout a Baccalaureate Nursing Program Without Unraveling,” they relaxed that evening by visiting the Rock and Roll Hall of Fame. Assistant teach-ing professors Michael Thomas and Stacie Hunsaker have studied whether student peer teaching is an appropriate method for teaching nursing students. Results indi-cate promising evidence that peer mentoring can improve academic performance and reduce the anxiety of nursing students. Pictured, left to right: Stacie Hunsaker, Sara Durrant Weeks (fifth-semester student), McCall VanLeeuwen (BS ’17), Abigail Sutton Wilkinson (BS ’17), and assistant teaching professor Michael Thomas.

Lisa Tanner Hansen (AS ’79)Concord, CA

Lisa has worked for 36 years as an OR nurse at Alta Bates Summit Medical Center in Oakland, California. Her sister is Christine A. Tanner (BS ’89) of Provo (pictured below). “Nursing has been the perfect career for me, and I love what I do,” says Lisa. “It has allowed me to be a wife and a mother and has sus-tained me when times have been difficult. I love that I continue to learn new things every time I go to work, and I have met so many amazing people.”

Napapiiri—the Finnish Word for the Arctic CircleRovaniemi, Finland

Assistant teaching professor Debra K. Wing, associate teach-ing professor Dr. Leslie Wilden Miles (AS ’83, BS ’99), and col-lege alumni board member Curtis Newman (AS ’83) visited the Arctic Circle during spring term.

On the contents page

Celeste Wouden Barker DNP, FNP-C (BS ’12)Celeste is a family nurse practitioner with Meritas Health in Kansas City, MO.

LEARNING THE HEALER’S ART | FALL 2017 BYU COLLEGE OF NURSING 1514

Salt Lake Valley Night of Nursing GatheringSouth Jordan, UT

The annual college-sponsored Night of Nursing event brings nurs-ing alumni together in small gatherings across the nation to network, reminisce, and have fun. Visit NightofNursing.com to host a location or find a get-together in 2018. The South Jordan Night of Nursing was at the University of Utah Health Center in the Daybreak community. Those attending were (front row) Lynette Thunstrom Evans (BS ’07), Brittany Newman Garritson (BS ’13), Joe Ann Ratton Watts (BS ’07), Myra Froerer Gurr (AS ’77), and Kent D. Blad (MS ’99); (back row) Curtis C. Newman (AS ’83), Jean M. Bigelow (AS ’80, BS ’82), Tiffany Noss (BS ’97), Coleen Murray Graham (BS ’08), Laurel Loveridge Parkinson (AS ’80), Mary Williams (BS ’71), and Raquel Greep (pre-nursing student).

Plan now to participate in these fun alumni networking activities:

Oct. 7 • 10:30 a.m.

Alumni Service ProjectKimball Tower

Nov. 2 • 12 p.m.

Speed Luncheon Hinckley Center

Feb. 1 • 12 p.m.

Speed Luncheon Hinckley Center

Mar. 1 • 7 p.m.

Night of Nursing GatheringsLocations: NightOfNursing.com

Mar. 17 • 9 a.m.

Magic Yarn Service ProjectWilkinson Center Ballroom

Apr. 12 • 6:30 p.m.

College ReceptionSpokane, Washington

May 3 • 11:45 a.m.

Women’s Conference LuncheonKimball Tower

Elizabeth Corless (BS ’09)Taylorsville, UT

Elizabeth took this picture in Copenhagen, Denmark. She is a reg-istered nurse at Primary Children’s Hospital. A couple of years after graduating, she obtained a master’s in nursing education. “I now get to use all the education I have received both in the care of patients and in devel-oping and sustaining education at the unit and hospital level,” she says. “My advice for new nurses: don’t get so caught up in the hows of nursing that you forget about the whys of nursing.”

Czech Republic Nursing StudentsStockholm, Sweden

BYU nursing students who participated in the Czech Republic/Finland clinical practicum for the public and global health nursing course stop at a statue at city hall in Stockholm.

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LEARNING THE HEALER’S ART | FALL 201716

nurses in Taiwan,” says Rasmussen. “I noticed how the providers respected and valued the nurses’ opinions. And the nurses appreciated the doctors’ points of view. Because of this kind environment, our students felt at ease around them.” This group of students also had the unique opportunity to learn firsthand from Dean Ravert. While she tried to spend as much time as possible with the students, she was often separated from them because, upon realizing the dean’s importance, Taiwanese leaders gave her upgraded lodging and chauffeured travel accommodations to show respect for her position as dean of the college and to express gratitude for her willingness to visit them. Though this made it more difficult for the students to learn directly from the dean, it also demonstrated the importance of treating others with respect in Taiwanese culture.

Each year the college participates in clini-

cal rotations in the Chi Mei Medical Center

in Taiwan. Pictured are Dean Patricia Ravert

(on the left), two nursing faculty, 11 students,

and three hospital staff.

The student nurses learned how Tai-wanese doctors and nurses treat their patients using a combination of modern medicine and traditional Chinese medi-cine. One of these traditional methods, cupping therapy, uses suction cups on a patient’s back to eliminate negative energy, while another, coining, rubs the body surface with a flat instrument to stimulate blood flow and identify areas of stress. “Many believe the outcome of these holistic practices is to equalize a patient’s soul,” says Nuttall. “Nursing students saw advantages to the Taiwanese approach of caring for the whole patient—mind, body, and spirit.” Nuttall believes that allowing the BYU students to observe nursing procedures in a culture completely different from their own can positively change their philosophy of nursing and their idea of

what it means to truly care for others. The doctors in Taiwan first receive training in Western medicine and after-ward return to school specifically to learn Eastern medicine. The doctors in Taiwan gave the BYU students a small glimpse into what Eastern medicine practices like herbal treatments and acupuncture include, even letting the students practice acupuncture on each other. Despite this different healing philoso-phy, the dean believes that Taiwan’s hos-pitals are every bit as advanced as hos-pitals in the United States. “They have the same technologies and use the same

isa Smith (BS ’17) smiled while watching her friend Jane react to seeing snow for

the first time. Jane, a small Taiwan-ese woman, accompanied Smith to

church, and as they walked to the car, it began snowing. Jane ran as fast as she could to touch the white flakes falling from the sky. They spent the rest of the day in Provo Canyon walking around in the snow, building snowmen, and having snowball fights. This wasn’t Jane’s first trip to America, but it was her first trip to Utah. She had come to meet with alumni who had befriended her in Taiwan eight years ago as nursing students in a clinical practicum for the public and global health nurs-ing course. While students have the opportunity every spring to travel abroad with this learning experi-ence (including this year), it is not often that the people they help and work with on these trips get to visit them or BYU campus. In this case Jane has volunteered for years as a translator

and aide for BYU students while they are in her country. “To me her trip was a time for us to give a little back to her, since she gives so much to nursing students each year in Taiwan. Without Jane the Taiwan clinical wouldn’t be the same,” says Smith. Since 2009, groups of nursing students have been visiting Tainan, Taiwan, for a dynamic multiweek learning experience that merges East and West. In May 2016, 11 nursing students, accompa-nied by assistant teaching professors Dr. Craig Nuttall (MS ’11) and Ryan Rasmussen (MS ’11) as well as the dean of the college, Patricia Ravert, became immersed in Taiwan’s culture through clinical rotations in the Chi Mei Medical Center, home visits with community nurses, and week-end cultural trips. “In the Chi Mei ICU, our students experi-enced firsthand the mutual respect and cama-raderie between healthcare providers and

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By Marissa Brown JensenPhotos by craig nuttal

BYU COLLEGE OF NURSING 19

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LEFT: Jenny Taggart Perez (BS ’17) receives

acupuncture during a clinical practicum in

Taiwan. RIGHT: BYU nursing students receive

instruction that herbal medicine is for every-

day life and not just for sickness.

procedures employed in medical centers here, but some specialties such as cancer treatments have been used in Taiwan for several years ahead of usage in our hos-pitals,” says Dean Ravert. Another group of 14 students vis-ited this year with the same professors. They also appreciated the perspectives they gained from observing healthcare professionals in Taiwan. “We watched how healthcare personnel would care-fully observe patients and treat an ill-

ness rather than rely on the results of their lab values, statistics, etc., to guide their diagnoses,” says Rachael Langston, a fifth-semester nursing student from Orem, Utah, who was part of the 2017 group that went to Taiwan. “Perhaps one difference in treatment in Taiwan is that they don’t order a bunch of blood tests, X-rays, scans, and other procedures to find additional ailments of the patient. Instead they treat the main problem and let the body take care of the rest.” The nursing students also realized the importance of end-of-life care. With American healthcare, patients are consid-ered deceased with their last heartbeat.

However, in Taiwanese custom, death is stated with a patient’s last breath. Many religions in the country feel that a per-son’s spirit can travel easier to a spirit world if it departs from that person’s home. Not declaring death until after their last breath allows hospital staff to connect a patient to a ventilator and transport them home to take their last breath with their families. Langston also believes that in Taiwan, families and patients are more willing to

accept inevitable death rather than imple-menting multiple life-sustaining devices. “Sometimes end-of-life care in the United States adds uncomfortable, costly mea-sures that can prolong death but may not always be needed,” Langston says. The nursing students also saw hospi-tal and community nurses making great efforts to teach family members of the patients how to best care for their loved ones. “For example, patients in our hos-pitals are given compression socks to pre-vent blood clots; however in Taiwan, fam-ily members massage the patient’s legs, eliminating the need for such devices,” says Langston.

The BYU students were interested in how much time Taiwanese nurses spent visiting and treating patients in their homes and even involving the patients’ family in the care. They observed that the community nurses became part of the families, often eating and celebrating personal occasions with them. However for most students, the lan-guage was a barrier. While some had served Mandarin-speaking missions before participating in the clinical, others were forced to try and get by with hand gestures or charades. Many of the Tai-wanese nurses were encouraged to prac-tice their English during the BYU group’s visit, but there were still times when no one knew what the other was saying. It was interpreters like Jane who helped in these moments, translating between Mandarin and English. One thing that never needed to be translated was the love the nurses felt for their patients and the love infused in the care process by family members and oth-ers who came to visit the afflicted. Nurs-ing in Taiwan is about giving not just medical care but emotional care as well. “Learning the Healer’s art in Taiwan was easy,” says Dean Ravert, “because the people practiced what they believed and exemplified this love through everything they did.”

Professor Dr. Jane H. Lassetter was named the new associate dean for graduate stud-ies and scholarly works and contribution to the discipline. Associate professor Dr. Katreena Merrill was appointed the asso-ciate dean for undergraduate studies. Lassetter (AS ’81, BS ’98, MS ’01), PhD, RN, received three nursing degrees from BYU before obtaining a terminal degree in nursing from Oregon Health Sciences University in 2008. She was honored with the BYU Muriel Thole Teaching and

Learning Faculty Fellowship last August. She recently completed a graduate certifi-cate in healthcare ethics from Creighton University. Lassetter is the president of the International Family Nursing Asso-ciation and governor-at-large for the Western Institute of Nursing. She was also inducted in 2015 as a member of the Western Academy of Nursing. Her research focuses on childhood obesity and the roles of families and culture. She is replacing associate professor Dr. Mary Williams (BS ’71), PhD, RN, who served in this position for 27 years.

College Names New Associate Deans; Current Dean Reappointed

Merrill (AS ’83, BS ’85), PhD, RN, received a PhD from the University of Utah in 2011. She was given the Col-lege of Nursing’s 2017 Dr. Elaine Dyer Research Endowment Award as well as its Myrtie Fulton Nursing Award in 2011. Her research and faculty specialties deal with quality improvement, patient safety, and nursing leadership in acute-care set-tings. She was honored with the Marriner S. Eccles Foundation Scholarship Award in 2006 and a Nursing Excellence Award

from Intermountain Healthcare Urban South Region in 2005. She is replacing teaching professor Dr. Kent Blad (MS ’99), DNP, FNP-c, ACNP-BC, FCCM, FAANP, who was in this role for the past five years. Williams began in this job at the start of the 1990 academic year and has worked under five college deans. While the exact wording of her title may have changed over the years, she was always responsible for the graduate program and for the scholarly works of the col-lege, which include faculty research and

contribution to the discipline. Her service was recognized in 2009 with the univer-sity’s Wesley P. Lloyd Award for Distinc-tion in Graduate Education. Williams’s knowledge and insight about the College of Nursing allowed her to chair the col-lege’s 40th, 50th, and 60th anniversary celebrations. Dr. Blad developed the veteran section of the clinical practicum for public and global health nursing course, in which nursing students are taught how to care for the veteran population. During spring term, the students then spend a week in Washington, DC, learning firsthand from various veterans, veteran groups, histori-cal sites, and clinical settings. Students also serve as guardians to veterans on a yearly college-sponsored Utah Honor Flight experience, which takes veterans to Washington, DC, to view war memo-rials and historic sites in their honor. Blad received a presidential citation for Contributions to the Society of Critical Care Medicine from the Society of Criti-cal Care Medicine earlier this year. Additionally, Dr. Patricia K. Ravert (AS ’74, BS ’75, MS ’94) PhD, RN, CNE, ANEF, FAAN, was asked by the univer-sity to continue as nursing dean for a sec-ond term, effective July 1. Dean Ravert is a pioneer in nursing simulation and a national leader in the development of virtual learning scenar-ios. She was the 2015 Alice Louise Reyn-olds Women-in-Scholarship Lecturer at BYU, and she received the 2009 Excel-lence in the Academic Setting Award from the International Association of Clinical Simulation and Learning as well as a 2006 Excellence in Research Award from Sigma Theta Tau, Iota Iota Chapter at Large. Assistant dean Kathy A. Whitenight, MBA, remains in her current position and oversees resource management for the college.

Pictured left to right: Jane Lassetter, Kathy Whitenight, Patricia Ravert, and Katreena Merrill.

LEARNING THE HEALER’S ART | FALL 2017 BYU COLLEGE OF NURSING 2120

“ Nursing students saw advantages to the Taiwanese approach of caring for the whole patient—mind, body, and spirit.”

—Dr. Craig Nuttall

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There’s a New Explorer in TownDaphne Thomas, assisTanT Teaching professor, ms, rn, cen

New Faculty Several new faculty members recently joined the College of Nursing. Four are highlighted here.

“Do you remember that time we took Grandma spelunking?”

Assistant teaching professor Daphne Thomas gets that question from her sons every once in a while when they want to remind her of the escapades she took them on when they were younger. Those exploits have made for good memories for the adventurous Thomas as well as her family.

“That’s the main reason I do it,” she says. “I love those memories, and I love for my

kids to have those memories and experiences.” Some of her usual pastimes include hiking, kayaking, travel-ing, and occasionally snowmobiling (assuming the weather is not too cold). She’s always been prone to leaving her comfort zone and seeing what else is out there in the world, like the time she took her two young sons and their grandmother on a spur-of-the-moment road trip through California and Oregon. “I just love life,” she says. “[I] try to live for each moment and make each moment better.”

This attitude has helped her in her 27-year career as a nurse and a nurse educator. Thomas only began teaching nursing a few years ago, and in February she started working at BYU. She loves the College of Nursing for its focus on helping everyone become a better person. Thomas has been around the block when it comes to nursing positions, with some of hers including staff nurse, charge nurse, trauma coordinator, and nursing manager. Management was the job that stretched her the most, she says. Wherever she works, Thomas always keeps a focus on the big picture. One of her favorite areas of study is how to retain people in the nursing profession despite burnout. Her life is an example of overcoming stress and not feeling overburdened. For Thomas that experience includes continuing to work occa-sionally as an emergency department nurse at American Fork Hospital. She looks forward to each shift, knowing that she will be able to make someone’s day a little better. “I guess that’s what I try to aim my life at—just making a dif-ference, whether that’s a difference in myself or my family or my friends or even people that I don’t know,” she says. “I love to do that.”

One in Ten MillionpeTr ruDa, assisTanT Teaching professor, fnp, ms

Which is better: American food or Czech food? It depends, claims assistant teaching professor Petr Ruda (BS ’09, MS ’15). If it’s a meat-and-potato meal, then Czech food takes the gold. But what Ruda craves the most when he travels to his home country of the Czech Republic is Mexican food.

Ruda has lived in the United States for 17 years after serving a mission for the Church in San Diego, California. After Ruda completed his mission, the father of

one of his mission companions graciously offered to sponsor his return to the United States. He applied to all three Brigham Young University locations and finally settled on the Provo cam-pus. Being close to Salt Lake City also allowed him to help in the Czech translation of general conference. Initially Ruda was interested in studying accounting. He went through the prerequisite classes, but when it was time to apply for the program, the Spirit indicated that it was not the right course for him. Though this was very confusing to both him and

his wife, he eventually was guided into nursing by a close friend, and he is happy with his career change. “I like the connections between the patient and me and the relationship I have with the patient and the patient’s family,” Ruda says. A naturally friendly person, he cannot think of another job that would offer the same chance to help people interactively. To keep his license current, Ruda works part-time occasion-ally as a family nurse practitioner with Premier Family Medical in Lindon, Utah. He also instructs adults in a crisis course that completes clinical hours by serving military individuals at the local Veterans Affairs Medical Center in Salt Lake City. Ruda enjoys reexperiencing Czech culture on visits to his home country since it helps him remember why he has certain social habits that sometimes seem out of place in the United States. For example, in the Czech Republic personal space is less of an issue and people are more direct in what they say. On a recent clinical practicum in the Czech Republic for the public and global health nursing course, Ruda enjoyed watching students acclimate to this environment and in turn understand him a little better. “It’s not just me,” he says. “There’s another 10 million people in a small country who act like me.”

LEARNING THE HEALER’S ART | FALL 2017 BYU COLLEGE OF NURSING 2322

How the West Was Won—by Nurse PractitionersroDney h. newman, assisTanT Teaching professor, fnp, ms

Meet assistant teaching professor Rod Newman (BS ’79, MS ’82), one of our new-est faculty members. He’s a mild-mannered teacher, nurse practitioner, and . . . a cow-boy action shooter?

This is just a sampling of his many inter-ests and hobbies.

Newman has been a nurse practitioner since 1979. He started studying at Ricks College to be a nurse anesthetist, but he quickly found that the field was not for him.

“I like patient interaction a lot more, so I decided to go in that direction,” he says. After getting his associate’s degree at Ricks, he came to BYU for his bachelor’s and master’s degrees in nursing. Since then he has worked at various places in Utah Valley, including a 25-year stint at Revere Health. He worked mainly in cardiology and critical care, with some work in internal medicine. From Newman’s perspective, being a nurse practitioner offers multiple benefits. It is an expanding job field that lets nurses have real patient interaction. Newman still has patients at Revere Health who refuse to see anyone but him due to the relationship

of trust he has established with them. BYU offers Newman the chance to teach the importance of this trust to students in what he calls “a wonderful environment.” “This is a choice place to be,” he says. “The College of Nursing is fantastic and supportive, and I can’t say that professionally I’ve been happier anywhere else.” Newman will be using the college’s ultrasound machine to examine ways that nurses can measure pulmonary hypertension without having to resort to either an expensive procedure or par-tially accurate tests. When he is not at the hospital or teaching, you can often find Newman at the shooting range. One of Newman’s biggest hobbies is cowboy action shooting, which involves shooting authentic guns from the late 19th century. “The big thing is you dress up like a cowboy, so you go back to your childhood,” he says. Firearms include old Winchester rifles and single-action revolvers. What’s more, Newman has won sev-eral shooting competitions. The one thing that has lasted longer than his career as an NP is his marriage of 42 years. He has seven children and 23 grand-children.

A Love of Nursing and Nursing Historysheri p. Tesseyman, assisTanT professor, phD, rn

With experience in international and humanitarian medicine, internal medi-cine, and nursing science, assistant profes-sor Dr. Sheri Platt Tesseyman (MS ’89) is prepared to offer her talents and skill sets to the BYU College of Nursing beginning this fall semester.

She completed her master’s degree with the college but did undergraduate nurs-ing work and a second master’s degree in anthropology at the University of Utah. For

her terminal degree—a PhD from the University of Manches-ter (United Kingdom) School of Nursing, Midwifery, and Social Work—she wrote a dissertation on the relationships between nursing and medicine in Britain and the United States between 1860 and 1914. Tesseyman has taught at the Westminister College School of Nursing since 2004, with a five-year part-time assignment at Weber State College and its Intermountain Healthcare Educa-tion Center refresher programs. Her experience includes being an ICU charge RN in the Salt Lake Regional Medical Center and a public health nurse in Hidalgo, Mexico. She even spent a year as a staff RN in the thoracic intensive care unit at Leeds General Infirmary in England.

Her professional focus is on cultural issues in health, illness, and healthcare; nursing theory; community nursing; nursing education; and nursing history, with membership in the Ameri-can Association for the History of Nursing, a professional orga-nization open to everyone interested in the history of nursing. Tesseyman teaches scholarly inquiry in nursing and acute and chronic illness undergraduate courses. During the 2018 winter semester, she will teach a course about ethics in nursing and graduate classes on the theoretical foundations of advanced practice nursing. She is currently collaborating with Dr. Christine Hallett (Uni-versity of Manchester) and Dr. Jane Brooks (Westminster Col-lege) on a publication examining how nursing work differs from medical practice. She was also involved in a qualitative research project on the use of ventilator weaning protocols in the ICU. In her spare time, Tesseyman enjoys traveling with her hus-band, David, singing with the Westminster faculty and student choir (last Christmas they sang Handel’s Messiah at Abravanel Hall in Salt Lake City), and supporting various church and com-munity groups. A year ago she and David got the opportunity to volunteer for Antiques Roadshow when it came to Utah. The Tesseymans have three children: two sons and a daughter.

College to pursue a nursing degree. There she had the opportunity to learn in a classroom and a hospital. At that time there was no lab, so the nurses learned by watching filmstrips and practicing on each other. The start to her nursing education had a few bumps. From not being able to find a pulse to being told to go home, Mills faced many discouraging challenges. However, she overcame them in a defin-ing moment that concreted her desire to become a nurse. The day after being told that she was not smart enough to be a nurse, Mills returned to the same hospital but under the direction of a different supervisor. This manager assigned her to care for a small senior woman who soiled herself daily. Mills’s first thought was, “You must

By Marissa Brown Jensen

There, in the background, a persistent woman keeps the college running. Asso-ciate teaching professor Debra Ann “Debbie” Mills (BS ’82, MS ’89), RN, MS, CNE, is the faculty member who helps make a nursing student’s life run smoothly. She organizes each semester’s class schedule, supervises the standard-ized testing, arranges a calendar for the ATI Nursing Education Program, and orders supplies. She trains faculty mem-bers to understand test results, works with the clinical agencies, and ensures that students pick up their books—all to help students fulfill their potential in learning the Healer’s art. While on campus, Mills is the undergraduate program coordina-tor and a facilitator for her colleagues.

However, as soon as she leaves, she is an avid exerciser. She regularly completes P90X, R.I.P.P.E.D., kickboxing, weightlifting, U-JAM Fitness, water aerobics, and TRX Endurance routines. She tries to be physi-cally active for two hours a day and con-siders exercising her second job. If you have met Mills, you will know she is a petite, gentle lady and does not seem to fit the mold of an aggressive gym rat. However, rumor has it that one day she got so caught up in her hard-hitting sets and reps that she broke the nose of her sparring partner. Mills decided to become a nurse dur-ing her senior year of high school after having an opportunity to talk with a neighbor who served as a naval nurse. After graduation she attended Ricks

Faculty Spotlight: Debra A. Mills

Humbly Serving in the Background

be miserable—let me get you cleaned up.” So she did. She took care of this patient, cleaning her up and trying to make her as comfortable as possible. However, giving such quality care made Mills late in giv-ing some medication. She was certain the nurses would be upset. However, as she was leaving the floor that day, the unit manager stopped and said, “Thank you for taking care of one of God’s children.” At this point Mills knew she was going to be a nurse. It would be hard, but it would be worth it. Mills worked in different places— Primary Children’s Hospital and Salt Lake Community College, to name a few—before finding a home at the Y in 1982. After receiving her bachelor’s and master’s degrees from the BYU College of Nursing, she accepted an offer to teach there and has been helping students and faculty ever since. Mills’s list of accomplishments is exten-sive: a decade as baccalaureate studies coordinator, five years as a MORE evalu-ator to review evidenced-based nursing articles with a pediatric education focus, and 21 years as a college representative for the Primary Children’s Hospital Con-sortium. She is a Utah State Board of Nursing committee member, was nominated for a 2005 Excellence in Pediatric Nursing Education Award from the Society of Pediatric Nurses, and was a 2002 recipi-ent of the Excellence in Teaching Award from the Utah Nurses Association. Mills is a great example of persistence, diligence, and hope. Her experiences as a student help her to advise and encourage those students who are struggling as well as those who are exceeding expectations. From U-JAM to helping a student in a jam, Mills does it all so that people, including herself, find success.

As she was leaving the floor that day, the unit manager stopped and

said, “Thank you for taking care of one of God’s children.” At this

point Mills knew she was going to be a nurse. It would be hard, but

it would be worth it.

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LEARNING THE HEALER’S ART | FALL 2017 BYU COLLEGE OF NURSING 2524

By Claire Hunsaker

Whether nursing students are learning about safe patient handling, isolation precautions, or bowel elimination, there is always something that I have learned that applies to building my character as I continue in my career of becoming a nurse. This has taught me that no matter

what we learn, the true point is to shape our character to provide the best care possible. The idea of strengthening values and building character also influenced my actions in my clinical experience [last] semester. I had the opportunity to work at a nursing home, and I dealt with many patients who had a variety of health problems. One week, I was working with a patient. (I’ll call her Katie.) I was ner-vous to work with this patient as a new student nurse. Not only did she suffer from hemiplegia and paraplegia, which severely limited her movement, she also could not speak. She had suffered a stroke a few years back and had lost her ability to talk. Her only speech was three nonsensical syl-lables that she would say over and over

Student Essay Winner

Strong Character and Values Are Just

as Important as Knowledge

again. She communicated by the tone of her voice saying those syllables and by moving the one arm that she still had control over. Nothing in nursing school had pre-pared me for this. How was I supposed to help someone that could not even express

to me what she needed? I spent over an hour look-

ing for her glasses that first day. She became upset with me, and I left at the end of the day feeling extremely frustrated.

That weekend I completed my mid-semester evaluation, and one of the categories was evaluating my caring ability. I rated myself on how I met my client’s biopsy-chosocial needs in a caring and compassionate manner. I knew this was something I needed to improve, and I remembered back to my N295 fundamentals class, where the professor would

explain that the important lesson was not just the knowledge that we learned but how it contributed to our character and values. I went to the care center the following week with a renewed resolve on how to care for my patient. Since this was the sec-ond week caring for Katie, I knew more of her daily routine. I was able to get her ready for breakfast, but we arrived 20 minutes early, and preparation for break-fast was still underway. I saw a piano in the room and asked Katie if she had ever played the piano. She nodded that she had and then motioned to ask me if

I knew

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I knew how to play. I responded in the affirmative, and she pointed at me again to go to the piano as if she wanted me to play. I knew accompaniment was not in the scope of my duties as a student nurse. However, I had promised myself to do all that I could to care for her, so I sat down at the piano. The only book on the piano was an LDS hymnal; I knew she was LDS, so I started playing for her. The amazing thing was that even though she could not speak, the stroke did not affect the area of her brain that dealt with singing. She sang the notes of the melody to every song I played. I have never seen someone happier than Katie at that moment. For a brief time I even had the whole room singing a hymn with me. When I finished, even though she could not fully express it, I knew she was thankful that I had played the piano. I appreciate the opportunity to go out of my comfort zone and do my best to be sensitive to Katie’s needs, even though what I did was not a normal nursing duty.

The next week at the care center I found out that Katie had passed away. I am thankful that I took the advice of my professor and worked attentively to meet Katie’s needs and lift her spirits. I am blessed to know that in her final days, I was able to provide the best care possible.

Winner of the college’s annual essay contest, Claire is a third-semester nursing student from El Dorado Hills, California.

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Alumni PerspectivesA Life-Saving Story

As nurse practitioner student Sharla E. Morgan tipped her head back, the bulge momentarily appeared just to the right of her windpipe, an inch above her collarbone. Associate teaching pro-fessor Dr. Sabrina D. Jarvis (MS ’90), who was teaching her stu-dents how to examine the head and neck in a fall 2009 BYU nurse

practitioner class on physical assessment, caught a glimpse of the mass on Morgan’s neck. After inspecting the mass more closely, Jarvis urged Morgan to see a healthcare provider right away. Morgan soon learned that the lump was suspected of being cancer, and within a week she was in surgery to have her thyroid removed. Being in the right place at the right time helped save Morgan’s life, but she never imagined her story would help save another’s as well. At first Morgan felt hesitant to share that story publicly. In the end she decided to take a leap of faith and agreed to do a story in the spring 2012 issue of BYU Magazine. Her experience was later

As a BYU alum, how has your College of Nursing degree blessed or saved a life? Submit experiences to nursingpr@byu.edu.

Authors whose stories are published will receive a college-logo key tag.

My Career as an Adrenaline Junkie

I was a graduate in the fourth graduating class of our great college of nursing. I am an adrenaline junkie and had a fabulous 50-year career as a certified emergency nurse and mobile intensive care nurse. I had the pleasure of precepting many RNs and paramed-ics and saved many lives with the help of the Holy Ghost and the

A Lifesaving Education

As I was submitting the top three choices for my nursing cap-stone, I felt like I should put med/surg down as my first choice, even though I wasn’t particularly interested in that area. I was able to create a relationship with the med/surg direc-tor where I was placed and got hired there after graduation. The director was fantastic to work with, and after a few months of being there, I had my second baby. She let me come back to work PRN status and work just one shift per week, which was perfect for my family. On Christmas Eve that year, my grandpa had a horrible, rack-ing cough. He sounded just like the many pneumonia patients I had taken care of on the med/surg unit over the last year. He had been sick for a while but had refused to go to the doctor. Even

Nursing at the Darkest Hour

At the beginning of my nursing education, I was shy and lacked confidence. The education I received from my professors expanded my knowledge and skills immensely. It was my clinical experiences that enabled me to become the nurse I have always wanted to be. These experiences over the years have formed me into the nurse I am today, particularly one event.

Healing God’s Children

I incorporate the Healer’s art in my everyday life by trying to treat each patient as a child of God, and I pray for that blessing before I go to work each day. I met a man the other day who was only receiving a flu shot. At the end of the visit, with tears in his eyes, he thanked me for just taking a few minutes to talk with him and treat him like a human being with thoughts and feelings. I was

covered in newspapers and a BYU-created video. “If somebody else could benefit from this story being told, then it was worth putting myself into an uncomfortable place,” she said. Three years later Kimberli K. Seely, a happily married BYU alumna and mother living in Idaho, noticed a lump on her neck. Having already battled breast cancer, she knew not to dismiss a lump. Just then she recalled a BYU-produced video she had seen several years earlier—Sharla Morgan’s story. “Her teacher found the lump in her neck and said, ‘You should have it checked out.’ I’d always remembered that,” Seely says. “So when I found that lump, I thought, ‘I need to have that checked out.’ ” Soon Seely found herself sitting in her doctor’s office speaking with a nurse practitioner, who asked how Seely had discovered the small lump and determined to have it checked out. As Seely described the video she had seen, she made a sudden realization. “I looked at her and it was almost like there was just this light bulb, this connection between the two of us,” Seely says. “You know, that video was about me,” the nurse practitioner, Morgan, told her. Seely is grateful for the network of BYU alumni and their willingness to share their successes and their trials with oth-ers. With their unique bond, Morgan and Seely remain in touch today. “We don’t realize sometimes [that] in sharing our stories, it blesses other people,” says Seely, who is now cancer free. “The fact that I paid attention to that video that one, single day—what a difference.”

Sharla E. Morgan (BS ’05, MS ’12)PROVO, UT

Note: The preceeding was written by Kendra L. Smith, an alumni relations student employee. Sharla currently is employed by the Thyroid Institute of Utah and is certified by the American Acad-emy of Nurse Practitioners. Due to her struggle with thyroid can-cer, she relates well to patients’ concerns and can provide personal experience regarding the medical treatment associated with thyroid disorders.

My patient had an open-heart surgery one week earlier, and the doctors were suggesting withdrawing support. After his family had left, the patient became more restless and agitated. Support and relief is achieved through medication, treatment, and the soothing balm provided by loving and atten-tive family members with support from conscientious nurses. As I attentively cared for the patient, I was developing a rela-tionship with him. Although he was not vocal and I did not know him very well, I felt personally invested in his comfort and care. On one afternoon, my patient began to cry. It was difficult to see him distressed. I had no other patients, which allowed me the luxury of staying in his room, holding his hand and talking to him as he cried. With the extra time, I provided comfort and compassion dur-ing a desperate time in one patient’s life. Exceptional nursing includes standing by the patient, mourning with them, empathiz-ing with their pain, and providing a consoling hand to help them through their darkest hour. True healing happens when the phys-ical, mental, and spiritual aspects of the patient are addressed.

Kaylee Belen Hunsaker (BS ’17)BELLBROOK, OH

educational start at BYU. Wish I lived closer so I could help once in a while with alumni events!

Eleanore Hacking Scott (BS ’59)Trinity Center, CA

that night as I talked to him, he wasn’t willing to seek medical help. I talked to my mom and grandma and told them that I took care of lots of pneumonia patients in the hospital and that I thought they should take him in. They went to the ER, where the doctor diagnosed him with pneumonia and told them that they’d “gotten him there in time.” The doctor seemed to think that if they hadn’t brought him in that night, he would have died. I’m so grateful for my nursing education and career that enabled me to save my grandpa’s life.

Julie Jacobs Taggart (BS ’07)OREM, UT

Kimberli Seely (left) and Sharla Morgan (right).

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blown away. We truly are treating the entire person, spiritually and physically.

Celeste Wouden Barker (BS ’12)Kansas City, Mo

LEARNING THE HEALER’S ART | FALL 2017 BYU COLLEGE OF NURSING 2726

Research

Improving End-of-Life Care in Emergency DepartmentsRenea L. Beckstrand, Professor, PhD, RN, CCRN

Four major themes appear in the research: providing greater privacy during EOL care for patients and family members, increasing availability of support services, providing additional staffing, and improving staff and community education.

Alumni Updates

New promotion? Advanced degree? Recently published? Let your peers across the country know of your success and sta-tus. Email nursingpr@byu.edu. Your news may be included in the next edition of Learning the Healer’s Art.

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IN MEMORIAMMarilyn Saville Shaw (BS ’57)

Sharon Jane Turman Smith (BS ’57)

LuDean Wilcox Harris (BS ’59)

Jean Shelby Stafflund (AS ’70)

Secelia May Williams Ellsworth (BS ’70)

Jo Nell Ricks Davis (BS ’71)

Judith Dyer Barker (BS ’74)

Sandra Jo Hansen White (AS ’76)

Marianne Putnam Stoddard (AS ’78)

Marie Blanche Fuller (AS ’82)

Deanna Poppleton Murray Coombs (MS ’83)

Kathleen Fitzgerald (AS ’83)

While care in the emergency department focuses on saving lives and returning patients to a healthy state, death cannot always be prevented. Many emergency nurses face obsta-cles to providing quality end-of-life (EOL) care when death

occurs. To learn of these difficulties, nursing professor Dr. Renea Lindstrom Beckstrand (AS ’81, BS ’83, MS ’87) recently completed a study that identi-fied suggestions from emergency nurses to improve EOL care, specifically in rural emergency departments (REDs). Beckstrand sent a 57-item cross- sectional survey to 53 rural hospitals in Utah, Idaho, Nevada, Wyoming, and Alaska. Of the 508 questionnaire pack-ets mailed to managers for distribution, 236 (46.4%) were returned. Of those returned, 132 rural emergency nurses responded to a question asking respon-dents to identify one aspect of EOL care they would change if they had the ability to do so. Each qualitative response was indi-vidually reviewed by a research team, including Kelly Smith Shoell (MS ’96), associate professor Dr. Beth Luthy (MS ’05), and assistant professor Dr. Janelle Macintosh, and then coded into a theme. Four major themes appear in the research: providing greater privacy during EOL care for patients and family members, increasing availability of sup-port services, providing additional staff-ing, and improving staff and community education. Three minor themes also included futility (performing ineffective or futile procedures), pain control (man-aging or withholding meds), and knowing the patient personally (when the com-munity is small, most people know each other).

Emergency nurses (n = 52) identified privacy for patients and for family mem-bers of patients as the top priority when providing EOL care in the ED. Restrictions in providing adequate privacy is largely due to poor department design, espe-cially in REDs where space is limited. Several nurses in the study identified the need for a separate family consultation

room or area dedicated for the use of family members. Many emergency nurses (n = 32) expressed the need for increasing avail-ability of support services (social work, chaplains, or just another nurse to be able to focus on the family needs) to pro-vide quality EOL care. Being able to pay for this help is a possible limitation that prevents the presence of more staff. Nurses also reported (n = 26) that staffing ratios decreased their ability to provide optimal EOL care. They would like to be able to devote more time to their dying patient or the patient’s family with one-on-one care and be relieved of other patient assignments and depart-ment duties. Again costs, especially for a small hospital, play a major factor in providing more staff. Offering education to staff and the community was the final theme (n = 23). Most responding nurses wanted some form of training on how to deal with dying patients, especially ones that are friends (more likely to be known in a rural set-ting). Also community members desire

knowledge on topics like DNR and CPR or a realistic understanding of the fact that the patient is going to die regardless of whatever the hospital staff attempts. Beckstrand’s research has common-alities across state lines. Administrators of rural hospitals should consider these nurses’ suggestions for improved privacy as they plan upgrades or design new

emergency facilities. Department man-agers and nurse educators should seek to include EOL education routinely in staff meetings and updates. If budget realities prohibit funds for additional skilled help, managers may also consider opening more volunteer community positions for their REDs as a means to increase help for nurses, even if the help is not specifi-cally skilled in healthcare delivery. Patient deaths are a common occur-rence in EDs nationwide, and providing care to dying patients is a demanding task that requires significant resources. Providing EOL care is especially diffi-cult in rural settings, where resources and staffing are limited. However by identifying and implementing support-ive behaviors and acknowledging the obstacles that rural ED nurses encounter during EOL care, changes can be made to improve the treatment they provide to patients and family members during this trying time. Because of the current lack of research in RED settings, additional research is needed in the area of rural EOL nursing care.

Darlene Sherrow Hansen (AS ’74) is a nursing instructor at Mira Costa Community College in the greater San Diego, CA, area.

Pam Nance Cleveland (AS ’77) is currently a nurse practitioner for Utah County Health Department.

Elizabeth Betts Lowery (AS ’79) is a caring reg-istered nurse of 36 years. She currently works as a critical care transport nurse with Southwest Ambulance in Mesa, AZ.

This spring the College of Nursing teamed up with The Magic Yarn Project and sponsored a campus wig workshop. The cofounder of the nonprofit organization is Holly Willardson Chris-tensen (BS ’06) (back row, third from left). Together with hundreds of community volunteers, nursing alumni, faculty, students, and friends of the college they made 185 princess-style wigs for childhood cancer patients. We are planning another event March 17, 2018 and hope to make 250 hairpieces at that service project.

Nancy Kuehner Kraus (AS ’80, BS ’82) will be honored during homecoming with the college’s Alumni Achievement Award and will present a campus lecture to alumni, students, and friends on Thursday, October 5, at 11 a.m. in room 270 SWKT. Kraus is the service line director of clini-cal care and director of clinical excellence and innovation at Children’s Hospital of Orange County. She has dedicated her life to bringing humanitarian aid and comfort wherever there is a need.

David L. Larsen (AS ’82) has worked for 27 years as the director of quality improvement at SelectHealth (a not-for-profit health insurance organization serving individuals in Utah and Idaho).

Lisa Hulme Taylor (AS ’82, BS ’84) has spent the last eight years as an RN-credentialed school nurse for Campbell Union Elementary School District (near San Jose, CA). Her career also includes serving 21 years as a registered nurse for the newborn ICU of the Santa Clara Valley Medical Center.

Diane Rindlisbacher (AS ’84, BS ’88) is reach-ing 30 years of service as a nurse; she is cur-rently the chief nursing information officer for Intermountain Healthcare.

Kim Trump Thompson (BS ’91, MS ’14) is now working as a family nurse practitioner at Hibbing Minnesota Clinic for Weatherby Healthcare.

Karen Durrant (BS ’92) is president and founder of the Autoinflammatory Alliance (a nonprofit

charity dedicated to supporting people with autoinflammatory diseases) and a registered nurse/staff nurse for inpatient pediatrics at Kai-ser Permanente in San Francisco, CA. Her career also includes two decades as a pediatric nursing clinical instructor for Samuel Merritt University and Chabot College.

Judy L. Austin (BS ’95) spent the last seven years as a travel nurse working at various hos-pitals across the United States; she has licenses in New York, California, Washington, and Utah.

Heidi Spencer Vawdrey (BS ’99) recently gradu-ated with a doctorate of nursing practice from the University of Utah. Community service is important to her. She has volunteered with the Timpanogos Emergency Response Team for 20 years and currently supports the Healthy River-ton initiative, focusing on suicide and head injury prevention in her community.

Among the master’s students starting the BYU College of Nursing family nurse practitioner pro-gram (spring 2017) are Virginia Faber Jefferies (BS ’02), Millie Carter Harper (BS ’03), Casey Kochevar Neeley (BS ’12), Jasmine Burson (BS ’13), and Kalene Mears Ethington (BS ’15).

Julia Conger Olsen (BS ’02) is a certified health coach at Take Shape For Life in Aurora, CO. She helps patients reduce medications, lose weight, and establish a healthy lifestyle.

Drutika Chhibber (BS ’04) has been a certified registered nurse anesthetist for Harbor-UCLA Medical Center in Torrance, CA, since 2013.

Elizabeth Piercy Bighorse (BS ’05) has com-pleted 10 years as a registered nurse for Lucile Packard Children’s Hospital in Palo Alto, CA, and works in its vascular access department placing PICC lines and PIVs.

Laura Catchpole Holt (BS ’09) spent the last two years working as an adult nurse practitioner for Delaware Valley Community Health in Phila-delphia, PA. She earned an adult/gerontology primary care doctorate of nursing practice from the University of Utah in 2015.

Janica Wilcox Schmuck (BS ’14) started a doc-torate of nursing practice degree with Frontier Nursing University in Hyden, KY.

LEARNING THE HEALER’S ART | FALL 2017 BYU COLLEGE OF NURSING 2928

Contribution to the Discipline

Blaine A. Winters, Assistant Teaching Professor, DNP, ACNP-BC

According to the Centers for Disease Control and Prevention (CDC), approxi-mately 153 people die daily from head injuries in the United States. While head injuries have been gaining greater recognition in recent

years, there is still a great deal of misun-derstanding about these injuries. This is exactly what assistant teaching profes-sor Dr. Blaine Winters is trying to solve with the help of nursing students and the internet. Winters worked for nearly 12 years at the University of Utah Hospital in trauma services. While there he saw thousands of head injuries. One thing that struck him is that many people do not think about the long-term consequences of head injuries. These consequences can last decades past the date of the actual injury and can cause massive complica-tions that could have been prevented or prepared for if both patients and medical care providers had understood head inju-ries better.

That is what inspired Winters to obtain a college-sponsored mentored-learning grant with the purpose of working with students to create www.headinjury project.com, an informative website about head injuries. The website aims to present accurate and updated infor-mation on head injuries and their treat-ment. The intended audience is not just

patients but also family members and medical providers wishing to keep up to date on the latest treatments. The plan is that the website will pro-vide basic information, and then a news-letter will be sent monthly to subscribers describing new developments in the field. Student employees selected topics to focus on for the website and completed literature searches to identify scholarly work on those topics. Winters’s previous research into falls and injuries among the elderly in nursing homes will also be important in helping care providers to prevent injuries among their patients. One of the most interesting parts of this project is the role played by students in the project—they are doing the major-ity of the work. Winters supervises, guid-ing and advising his research assistants as they conduct a literary search and develop the website. Every few weeks

they meet to plan and evaluate their progress, which helps the students keep themselves accountable to deadlines and goals. This also offers them exten-sive learning opportunities as they act to develop the project further; in this man-ner, they learn how an effective project is conducted and maintained. Winters also is partnering with

assistant teaching professor Dr. Craig Nuttall (MS ’11) for content and project support. Nuttall is studying concussions and recently released a mobile app called Concussion Diagnostic Tool (available in the iTunes store) to help healthcare pro-viders, parents, and coaches quickly rec-ognize and diagnose concussions. Winters has done this mentoring pre-viously. He conducted a literature review with then-student Megan Alynda Parr (BS ’16) on falls in nursing homes. They found that the most effective way to avoid falls in nursing homes is to educate all staff in the home on falls, since this seems to reduce the number of falls that occur. Parr and Winters presented their findings in two different conferences and brought attention to this critical health-care issue. Winters feels that while he is tech-nically the students’ mentor, they are mentoring him in many ways. They are very knowledgeable with technology, and this is allowing the creation of the web-site to move forward while he educates them in the discipline. Currently Winters is working on obtaining additional fund-ing to hire more students to assist with the project. The idea is that there will be a continual grant for the website to be maintained for the long-term. Winters, Nuttall, and two students plan to attend the Emergency Nurses Association’s national conference in St. Louis, Missouri, and will present their latest guidelines for head injuries as two podium presentations.

Keeping Patients, Clinicians, and Families Informed on Head Injuries

The website aims to present accurate and updated information on head injuries and their treatment. The intended audience is not just patients but also family members and medical providers wishing to keep up to date on the latest treatments.

One of the most interesting parts of this project is the role played by students in the project—they are doing the majority of the work.

Contribution to the Discipline

Michael Thomas, Assistant Teaching Professor, MS, APRN, PMHNP-BC

Stacie Hunsaker, Assistant Teaching Professor, RN, MSN, CEN, CPEN

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Many nurses know that Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS or TS) is a teamwork system developed by the Agency for Healthcare Research and Quality (AHRQ) and the Department of Defense to improve communication and teamwork in healthcare. In fact, studies have validated its effectiveness in improving the efficiency of care provided in an emergency setting, reduc-ing nosocomial infections and

falls, and improving overall team perfor-mance (Capella et al., 2010; Thomas and Galla, 2013). Research is limited, however, regarding how to most effectively teach students TS protocol. Also AHRQ has identified peer-teaching as the preferred teaching method for TS in the healthcare setting. With this knowledge, assistant teach-ing professor Michael Thomas set out to accomplish both tasks. He created a blended-learning model to enable faculty control of course content while also pro-viding his undergraduate teaching assis-tants (TAs) adequate support to fulfill a TA mentoring role effectively. The process began when Thomas became certified as a TS master trainer and incorporated the TS system into his Communication for Nurses (N293) cur-riculum. He also wrote a university men-toring environment grant to get the TAs for the class and other nursing faculty trained as TS trainers. Thomas asked students to complete reading assignments and watch video slide presentations on TS tools and strat-egies before class. They apply TS skills

Establishing Team Communication in the BYU Nursing Curriculum

to scenarios that are completed and videotaped in class using smartphones. Debriefing of scenario videos also occur in class and then situations are practiced again to reinforce the effective use of TS. The process focuses on improving the team as TS is organized into five key prin-ciples: team structure, communication, leading teams, situation monitoring, and mutual support. Each area contains spe-cific communication tools and strategies that can be utilized effectively in nursing simulation to teach students vital com-munication techniques. For Thomas’s study, students in the N293 course were invited to participate; 57 out of 61 enrolled students partici-pated in the pretest data collection and 58 participated posttest data collection. The TS Teamwork Attitudes Question - naire (T-TAQ) instrument was adminis-tered. Mean aggregate responses were higher following implementation of the peer-teaching TS methodology on each of five sub-scales of the T-TAQ instru-ment, with significant improvements in team structure, leadership, and situation monitoring. There was also a significant improvement in the overall aggregate mean posttest responses (4.52 com-pared [out of 5] with 4.26 of the pretest). The numbers suggest that TS com-munication can empower nursing stu-dents to become more effective com-municators and members of a healthcare team. The blended, peer-teaching model utilized in this course has been well received by students. It did not happen accidentally. Rather Thomas ensured that the sys-tem was utilized not just in his class, but throughout the second semester of the nursing program. This included involving course coordinators, educating clinical

instructors, conveying weekly areas of focus, and empowering students to prac-tice TS skills in the simulation lab. With her emergency department background, assistant teaching profes-sor Stacie Hunsaker is now involved with the project in hopes of expanding the material into her third-semester Acute and Chronic Illness (N341) class. She has worked extensively with various nursing handoff communication tools such as SBAR and has begun implementing the SHARQ tool in the third semester simu-lation course to utilize the principles of TS. Hunsaker is currently working with sixth-semester nursing student Abigail Sutton Wilkinson to conduct research on the implementation of a consistent handoff tool for the BYU nursing pro-gram. Wilkinson received an Office of Research and Creative Activities (ORCA) grant from the university to be able to work with Hunsaker on this task. At the request of AHRQ, Thomas and Hunsaker are preparing a case study to highlight their success. In June they were able to take three nursing stu-dents—Wilkinson, fifth-semester stu-dent Sara Durrant Weeks, and recent graduate McCall VanLeeuwen (BS ’17)— to Cleveland, Ohio where the group presented their findings at the annual TeamSTEPPS National Conference. Usually attendees at these confer-ences are mainly hospital representatives who are trying to implement specific techniques into their hospitals. However, by learning the tools now, nursing stu-dents are further ahead and can be lead-ers to those around them through their example in using these skills.

LEARNING THE HEALER’S ART | FALL 2017 BYU COLLEGE OF NURSING3130

Faculty AchievementsCollege of Nursing faculty members continue to showcase their dedication to and expertise in the healthcare industry through a

variety of achievements and publications. Following are a few notable examples of what they have accomplished.

Journal articles Published

Beckstrand, R. L., Lamoreaux, N.,* Luthy, K. E., & Macintosh, J. L. (2017). Critical care nurses’ perceptions of end-of-life care obsta-cles: Comparative 17-year data. Dimensions of Critical Care Nursing, 36(2), 94–105. doi:10.1097/DCC.0000000000000234

Beckstrand, R. L., Smith, K. E.,† Luthy, K. E., & Macintosh, J. L. (2017). Rural emergency nurses’ suggestions for improving end-of-life care. Journal of Emergency Nursing, 43(3), 214–220. doi:10.1016/j.jen.2017.03.012

Callister, L. C., & Edwards, J. E.† (2017). Sustainable development goals and the ongoing process of reducing maternal mortality. Journal of Obstetric, Gynecologic & Neonatal Nursing, 46(3), e56–e64, doi.org/10.1016/j.jogn.2016.10.009

Eden, L. M., Lind, M. G.,* & Luthy, K. E. (2017). Best practice for treatment of vaccination side-effects with antipyretic and analgesic medications. All Student Publications. 195. http://scholarsarchive.byu.edu/studentpub/195

Freeborn, D. S., Dyches, T., & Roper, S. O. (2017). Lessons learned from a life with type 1 diabetes: Adult perspectives. Diabetes Spectrum, February, ds160032. doi:10.2337/ds16-0032

Graves, A. P.,* & Lassetter, J. (2017). Mindfulness interventions for preventing and treating eating disorders in adolescent and young adult females. All Student Publications. 199. http://scholarsarchive.byu.edu/studentpub/199

Hill, D. W.,* & Nuttall, C. (2017). The peanut allergic patient: Diagnosis, treatment, and prevention. All Student Publications. 198. http://scholarsarchive.byu.edu/studentpub/198

Luthy, K. E., Larimer, S. G.,* & Freeborn, D. S. (2017). Differentiating between lactose intolerance, celiac disease, and irritable bowel syndrome-diarrhea. The Journal for Nurse Practitioners, 13(5), 348–353. doi:10.1016/j.nurpra.2017.01.018

Lyman, B., Ethington, K. M., King, C.,* Jacobs, J. D.,* & Lundeen, H. (2017). Organizational learning in a cardiac intensive care unit: A learning his-tory. Dimensions of Critical Care Nursing, 36(2), 78–86. doi:10.1097/DCC.0000000000000233

Macintosh, J. L., Eden, L. M., Luthy, K. E., & Schouten, A. E.* (2017). Global immunizations: Health promo-tion and disease prevention worldwide. MCN: The American Journal of Maternal/Child Nursing, 42(3), 139–145. doi:10.1097/NMC.0000000000000337

Palmer, S. P., Lundberg, K., Corbett, C., Heaston, S., Reed, S., & Williams, M. (2017). Long-term effects on nursing alumni: Assessing a course in public and global health. Journal of Professional Nursing. doi:10.1016/j.profnurs.2017.03.005

Reed, S. J., Callister, L. C.,‡ Kavaefiafi, A., Corbett, C., & Edmunds, D. (2017). Honoring motherhood: The meaning of childbirth for Tongan women. MCN: The American Journal of Maternal/Child Nursing, 42(3), 146–152. doi:10.1097/NMC.0000000000000328

Tesseyman, S., Hallett, C., & Brooks, J. (2017). Crisis at Guy’s Hospital (1880) and the nature of nursing work. Nursing Inquiry. doi:10.1111/nin.12203

Ward, B., Tanner, B. S., Mandleco, B.,‡ Dyches, T. T., & Freeborn, D. S. (2016). Sibling experiences: Living with young persons with autism spectrum disorders. Pediatric Nursing, 42(2), 69. doi:10.1111/jspn.12117

Presentations delivered

Broby, N.,* & Lassetter, J. (2017, April 20). A quali-tative study on effective international medical disaster relief teams; (2017, April 21). A qualitative study of the challenges facing refugees in Jordan and Greece;3 (2017, June 16). A study of the chal-lenges facing refugee families in Jordan and Greece: Implications for family nursing.1

Corbett, C., & Gettys, J.* (2017, June 16). Exploring the sociocultural meaning of childbearing to Hmong women.1

Corbett, C., Lundberg, K., & Harmon, I.* (2017, June 16). Using family assessments as a strategy to teach cultural sensitivity in nursing students.1

Davis, S.,* & Himes, D. O. (2017, June 17). Relationship between perceived family communication and knowledge about breast cancer genetics.1

Dixon, W.,* & Himes, D. O. (2017, June 17). Sharing information in families at risk for genetic disorders: A systematic review of the literature.1

Echols, L.,† Lyman, B., & Hoyt, H.* (2017, April 22). Organizational learning in a college of nursing: A learning history.4

Eden, L. M., & Macintosh, J. L. (2017, March 16). Standardized education requirements for immu-nization exemptions across the nation. Poster

presentation at National Conference on Pediatric Health Care, Denver, CO.

Heaston, S., & Palmer, S. P. (2017, May 28). Improving global health: Utilizing nursing students in interna-tional nursing research in Ecuador. Poster presen-tation at International Council of Nurses Congress, Barcelona, Spain.

Heaston, S., & Ray, G. (2017, July 28). Nuts and bolts of nursing study abroad: Logistics and funding.5

Heaston, S., & Romero, A. S.* (2017, April 7). Improving anemia in Ecuador: The journey to a sustainable intervention in a global health nurs-ing course. Poster presentation at Global Health Conference Consortium of Universities for Global Health, Washington, DC.

Hill, D.,* & Lassetter, J. (2017, April 22). The latest evi-dence on caring for people with peanut allergies.4

Himes, D. O. (2017, May 25). Caring for families with cancer risk. Featured speaker for 2017 Cancer Research Series of the BYU Simmons Center for Cancer Research, Provo, UT.

Himes, D. O., & Gammon, A. (2017, May 17). Women at increased risk for breast cancer based on family his-tory: Calculating lifetime risk and ordering screen-ing MRI based on current U.S. guidelines. Webinar

presentation for International Society of Nurses in Genetics, Pittsburgh, PA.

Kerr, E.,* & Freeborn, D. S. (2017, April 21). Parents of type 1 diabetics: Experiences with healthcare providers.4

Lassetter, J., Hill, D.,* & Nuttall, C. (2017, June 15). Caring for families and individuals with peanut allergies: The latest evidence.2

Lundberg, K., Corbett, C., & Edmunds, L., (2017, July 28). Preparing nursing students for international learning experiences.5

Mabey, L. (2017, July 29). Understanding peri- traumatic symptoms of sexual assault: Transforming nursing care of victims worldwide.5

Merrill, K.C. (2017, April 19). Moderating podium pre-sentations at a professional conference: Nuts and bolts. Podium presentation at Western Institute of Nursing annual conference, Denver, CO.

Miles, L. (2017, July 29). Descriptive study of 2,300 sexual assault victims: Identifying vulnerabilities to promote healthy communities.5

Miles, L., & Summers, S. (2017, July 28). Six conti-nents: One undergraduate public and global health nursing course.5

Mills, D., & Lundberg, K. (2017, April 7). Ensuring no harm in pediatric nursing students’ nursing prac-tice. Poster presentation at Society of Pediatric Nurses, Palm Beach, FL.

Najjar, R. H., & Lyman, B. (2017, April 22). The simula-tion learning model: Student experience.3

Palmer, S. P., & Heaston, S. (2017, May 28). Nursing roles around the world: Student observations. Poster presentation at International Council of Nurses Congress, Barcelona, Spain.

Palmer, S. P., & Hunsaker, S. (2017, July 28). Outcomes of a global health nursing course: Does the end jus-tify the means?5

Palmer, S. P., & Montgomery, E.* (2017, April 8). Health systems and human resources: Improving continuing education in a hospital system in Ecuador. Poster presentation at Global Health Conference Consortium of Universities for Global Health, Washington, DC.

Peterson, N., & Wiser K.* (2017, May 31). 2017 Exercise Is Medicine on campus recognition awards. Podium presentation at American College of Sports Medicine annual meeting, Denver, CO.

Rasmussen, R., & Carrington, J. (2017, April 21). State of the science exploring communication in the trauma room.4

Rasmussen, B.,* & Freeborn, D. S. (2017, June 16). Parents advising parents: Raising a child with type 1 diabetes.1

Ray, G., & Marshall, E.* (2017, June 16). Improving immunization rates among pregnant women and their children.1

Ray, G., Wing, D., & McNeil, M.* (2017, June 16). Poverty simulation: A glimpse into the stress and struggles experienced by impoverished families.2

Reed, S. J., Krumwiede, N., & Royle, C. (2017, June 16). The art of teaching about family nursing through simulation.1

Rencher, B., & Lyman, B. (2017, April 20). Learning from errors in hospitals: A realist review of the literature.4

Romero, A. S.,* & Heaston, S. (2017, February 17). Reducing anemia rates with fortified soymilk in impoverished Ecuadorian communities. Poster pre-sentation at Utah Conference on Undergraduate Research, Orem, UT.

Schiel, K.,* Wing, D., & Ray, G. (2017, March 2). Identifying stigma of domestic violence victims through simulation. Podium presentation at Human Patient Simulation Network World Conference, Ponte Vedra Beach, FL.

Topham, M.,* & Macintosh, J. L. (2017, June 16). Parental attitudes of immunization in children with special healthcare needs: A qualitative study.1

Valentine, J. L. (2017, July 29). Sexual assault evi-dence kits: Interprofessional research on submis-sion rates and implications on practice.5

Notes1 Podium presentation at International Family Nursing

Association Conference, Pamplona, Spain.2 Poster presentation at International Family Nursing

Association Conference, Pamplona, Spain.3 Podium presentation at Western Institute of Nursing

annual conference, Denver, CO.4 Poster presentation at Western Institute of Nursing annual

conference, Denver, CO.5 Podium presentation at Sigma Theta Tau International

Nursing Education Research Conference, Dublin, Ireland.

*Denotes current BYU nursing student (BS or MS)

†Denotes BYU nursing alumni

‡Denotes emeriti faculty member

honors

The College of Nursing awarded the Mary Ellen Edmunds “Learning the Healer’s Art” Fellowship to professor Dr. Renea Beckstrand. This three-year fel-lowship includes a $16,500 fund; a new fellow will be selected each academic year.

Other top funding recognition included assistant professor Dr. Deborah Himes, who was given the Dr. Elaine Dyer Research Endowment Award, and assis-tant professor Dr. Julie Valentine, who received the Myrtie Fulton Endowed Membership Award.

Assistant teaching professor Lacey Eden was cho-sen as the Utah State 2017 Childhood Immunization Champion by the Centers for Disease Control and Prevention; she was also honored by the National Association of Pediatric Nurse Practitioners (NAPNAP) with the Shuren Grassroots Advocacy

Award, a national award given to one nurse prac-titioner each year to recognize advocacy for chil-dren’s health in the policy arena.

Professor Dr. Jane Lassetter was honored with the Muriel Thole Teaching and Learning Faculty Fellowship from the university. She completed a graduate certificate in healthcare ethics and pol-icy from Creighton University and was an invited member of the academic advisory board for Ethics of Powerlessness, a research project based in the School of Philosophy and Art History at the University of Essex, United Kingdom.

Assistant teaching professor Dr. Craig Nuttall completed his doctorate of nursing practice at the University of Arizona. His dissertation is titled “Development of an education module on

concussions in youth for primary care nurse prac-titioners in Utah.”

Brigham Young University was identified as a bronze-level campus by the Exercise Is Medicine: On Campus national initiative. The local academic group is led by assistant professor Dr. Neil Peterson and Dr. Nuttall; both sponsored a Pokéthon event last fall and other efforts to make the campus more active. Peterson also received an excellence in research award from Sigma Theta Tau International, and associate teaching professor Cheryl Corbett accepted an STTI Excellence in Teaching Award.

Congratulations to Karen de la Cruz, Dr. Linda Mabey, and Dr. Leslie Miles; they all were granted continuing faculty status and advanced to the rank of associate teaching professor.

aPPointments

Associate professor Dr. Beth Luthy became the chair of the Advisory Commission on Childhood Vaccines and of the Federal Commission for the United States Secretary of Health and Human Services.

Dr. Leslie Miles was asked to cochair the national forensic council of the American Psychiatric Nursing Association; Dr. Linda Mabey will serve as the edu-cation chair for the Utah Chapter of APNA.

Associate teaching professor Dr. Sabrina Jarvis is now the Region 8 Leader of the American Association of Nurse Practitioners.

Assistant teaching professor Dr. Blaine Winters is a director-at-large for the Utah Nurses Association.

Several leadership roles changed in the college’s Sigma Theta Tau International, Iota Iota Chapter this spring. Top positions include assistant profes-sor Dr. Bret Lyman, president; associate teaching professor Dr. Peggy Anderson, secretary; assistant teaching professor Debra Wing, treasurer; assis-tant teaching professor Tracy Dustin, program chair; assistant teaching professor Scott Summers, service; and assistant teaching professor Daphne Thomas, archivist.

Assistant dean Kathy Whitenight will serve on the nominating committee of the business officers of nusing schools network of the American Association of Colleges of Nursing. Public relations supervisor Jeff L. Peery became the special projects chair for the nursing advancement professionals network of AACN.

Advisement center supervisor Cara Wiley was asked to be BYU’s state representative for the Utah Advising Association; graduate secretary Cherie Top recently became the campus office professionals association conference (OPAC) speakers subcom-mittee chair.

LEARNING THE HEALER’S ART | FALL 2017 BYU COLLEGE OF NURSING

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A Mentored-LearningExperience and You!

A WINning Opportunity for ElizabethBefore graduation, Elizabeth Kerr (BS ’17) had the unique opportunity to gain insight directly from nursing professor Dr. Donna Freeborn (AS ’74). As part of the university’s inspiringlearning initiative, they collaborated to implement research techniques, understand project data, and find ways to present obtained outcomes. Kerr was able to share the results of their diabetes study with nursing professionals at the Western Instituteof Nursing (WIN) annual conference in Denver. We are grateful for generous alumniand friends of the BYU College of Nursing who help create these types of experiences for nursing students. Please consider making a gift today at give.byu.edu/nursing (and select the “Nursing Mentored Learning”account).

[some of the inspiring learning outcomes] Mentored-learning Experience

ClassroomExperience

Work one-on-one with a professor Learn new healthcare standards and medical trends Participate in a faculty member’s scholarly work or contribution to the discipline project

Assist in writing inquiry findings Coauthor a scientific poster Attend a nursing conference Present findings to peers/associates at a nursing conference

To make a gift to the mentored-learning endowed fund, contact Carol Kounanis at 801-422-8294 or cek@byu.edu.

$2 MillionCampaign Goal!

College of NursingBrigham Young University500 SWKTProvo Utah 84602

Create moreexperiences.

College of NursingBrigham Young University500 SWKTProvo, UT 84602